and Human Services
9000 Rockville Pike
Bethesda, Maryland 20892
SHORT PROGRAMS FOR INTERDISCIPLINARY RESEARCH TRAINING
RELEASE DATE: November 3, 2003
RFA Number: RFA-RM-04-008 (formerly RFA-DK-04-003, see NOT-OD-04-008)
(see addendum NOT-RM-04-006)
Department of Health and Human Services (DHHS)
PARTICIPATING ORGANIZATION:
National Institutes of Health (NIH)
(http://www.nih.gov)
This RFA is developed as a NIH Roadmap initiative
(http://nihroadmap.nih.gov). All NIH Institutes and Centers participate
in roadmap initiatives. The RFA will be administered by the National
Institute of Diabetes and Digestive and Kidney Diseases on behalf of the NIH.
CATALOG OF FEDERAL DOMESTIC ASSISTANCE NUMBER(S) 93.849
LETTER OF INTENT RECEIPT DATE: January 14, 2004; January 14, 2005
APPLICATION RECEIPT DATE: February 11, 2004; February 11, 2005
THIS RFA CONTAINS THE FOLLOWING INFORMATION
o Purpose of this RFA
o Research Objectives
o Mechanism(s) of Support
o Funds Available
o Eligible Institutions
o Individuals Eligible to Become Principal Investigators
o Special Requirements
o Where to Send Inquiries
o Letter of Intent
o Submitting an Application
o Supplementary Instructions
o Peer Review Process
o Review Criteria
o Receipt and Review Schedule
o Award Criteria
o Required Federal Citations
PURPOSE OF THIS RFA
The National Institutes of Health recognizes that fusion of information,
research practices, and technologies from multiple disciplines can foster
creative approaches to previously intractable problems. The purpose of this
RFA is to promote training in multiple disciplines so that this type of
creative problem solving and fusion of disciplines into novel
“interdisciplines” is more likely to occur. One example of an interdiscipline
is bioengineering, in which individuals need to understand principles and
methodologies of biology and engineering in order to pursue their research.
Recognizing that interdisciplinary approaches are more likely to evolve if
scientists are formally trained in multiple disciplines and that short,
intensive training programs can be very effective at providing students with
the fundamental aspects of a given discipline, this RFA seeks to promote the
development of new short interdisciplinary training programs for scientists
at all levels of their careers. These programs can involve varying ratios of
didactic and research training, but should include both. The goal of all of
the programs should be for the students to emerge with sufficient
understanding of a new discipline(s) that they can meld it with their
previous training to generate new interdisciplines with novel research
strategies.
RESEARCH OBJECTIVES
The National Institutes of Health (NIH) is engaged in a series of activities
collectively known as the “NIH Roadmap” whose goal, in keeping with the NIH
mission of uncovering new knowledge about the prevention, detection,
diagnosis, and treatment of disease and disability, is to accelerate both the
pace of discovery in these key areas and the translation of therapies from
bench to bedside. In the course of developing the NIH Roadmap, it has become
clear that increasingly, scientific advances are being made at the interfaces
of traditional disciplines, and that approaches to science are becoming more
integrative. This requires a cooperative effort, typically in the form of
investigators from diverse research backgrounds working collectively across
traditional disciplinary boundaries to answer scientific questions and
achieve specific endpoints. This also requires a workforce capable of
crossing disciplinary boundaries and leading and participating in integrative
and team approaches to complex biomedical problems. Building research teams
for the future has therefore emerged as one of the major themes in Roadmap
implementation. (Additional information about the NIH Roadmap can be found
on the NIH website at: http://nihroadmap.nih.gov.)
NIH is particularly interested in developing a new interdisciplinary research
workforce. An interdisciplinary approach is distinguished from a
multidisciplinary approach in that a multidisciplinary approach brings
experts from diverse disciplines to address collectively a common complex
problem, each from his or her unique perspective. By contrast, an
interdisciplinary approach is what results from the melding of two or more
disciplines to create a NEW (interdisciplinary) science. Biophysics,
biostatistics, bioinformatics, bioengineering, social neuroscience, and
psychoneuroimmunology are just some examples of existing interdisciplinary
sciences. NIH recognizes the value and enormous contributions that existing
interdisciplinary approaches have made and are making to our understanding of
health, disease, and disability. However, the Roadmap is focused on
developing NEW interdisciplinary approaches and therefore the necessary
interdisciplinary workforce.
NIH is proposing a series of initiatives that aim to provide investigators
with the training to effectively lead and engage in integrative and team
approaches to complex biomedical problems. These initiatives fall into three
categories: programs for long-term interdisciplinary research training;
short-term courses and research experiences; and curriculum development.
Collectively, the initiatives provide opportunities for integration of
disciplines at all stages of investigators’ careers, facilitate communication
among the disciplines, and ensure the development of necessary infrastructure
to accomplish the building of the workforce for the research teams for the
future. Common features of the proposed initiatives include having:
comprehensive integrative approaches to solving complex biomedical problems;
developing and implementing new curricula that integrate disparate
disciplines; activities that promote cohesiveness among training program
participants at all levels (faculty-student, student-student, and faculty-
faculty); inclusion of training in the personal and professional skills
necessary to lead and participate in multidisciplinary teams; outreach to the
under-represented minority community to ensure their participation;
monitoring of student progress and outcome; and self-evaluation of the
training program.
Specific Objectives
This RFA seeks to promote the development and implementation of new short
training programs that will provide students who are trained in one
discipline with fundamental knowledge of one or more other disciplines.
Recognizing the need for flexibility, the RFA will support 2 general types of
programs: 1) Short Laboratory Courses (programs with a didactic emphasis on a
particular discipline or complex biomedical and/or health research problem),
and 2) Short-term Research Institutes (programs with a research emphasis on a
particular discipline or complex biomedical and/or health research problem).
1. The Short Laboratory Courses are expected to recruit students from a
similar academic discipline so that faculty can build upon a given knowledge
base in lectures and laboratory instruction. The faculty is expected to
provide expertise in different aspects of a given discipline(s) or complex
biomedical and/or health problem. Lectures will form a substantial part of
the course (>10 hrs/week). Laboratory instruction will be designed to teach
methodologies, research design, and interpretation rather than to pursue
individual research projects. Depending on the particular requirements of
various disciplines, these courses are expected to be 3-8 weeks long.
A considerable degree of flexibility in design of these courses is desirable,
but the general purpose of these courses is to facilitate the fusion of the
students’ discipline with that of the faculty. For example, a course could be
designed to teach chemists enough about medicine to design novel tissue-
specific drugs or drug delivery systems. Faculty might be recruited to teach
the essentials of immunology, histology, and pharmacology. Laboratory
instruction might involve methods of microscopy and toxicology. Another
example would be a course designed to teach mathematicians enough about
biology to develop models of systems that impact human health. Faculty might
be recruited from multiple biological disciplines, such as medicine,
molecular/cell biology, and pharmacology. Lectures and laboratory instruction
would involve the basics of these subjects as well as
discussion/demonstration of mathematical models. It is expected that the
faculty will know enough about the discipline in which their students have
been trained to provide a vision of how this discipline can synergize with
their own to result in new, interdisciplinary research opportunities.
2. The Short-term Research Institutes are expected to recruit students with
either similar or diverse backgrounds, provide them with less than 10
hours/week didactic training, and involve them in an individual research
project for 30 or more hours/week. Because these programs emphasize the value
of “in the lab” training, which often requires more time than didactic
training, they are expected to be 8-10 weeks in duration. The design of these
programs can be very flexible. They can be similar in purpose to the Short
Courses, with a goal of training students of similar academic background in a
new discipline(s). Alternatively, they may involve students and faculty from
multiple disciplines whose work is relevant to a common complex biomedical
and/or health problem. The lectures or seminars should also reflect this
theme.
For example, a course organized around a theme of diabetes might recruit
students and faculty from general biology, immunology, medicine, psychology,
and chemistry. The course could involve lectures on metabolism and causes of
diabetes, autoimmune mechanisms, diabetic pathologies, behavioral issues, and
tissue engineering. A student would choose to work with a faculty member who
would provide research training in a discipline outside of the student’s own.
Faculty members would be expected to mentor the students and teach them how
their own discipline might fuse with that of the student’s to provide novel
research opportunities. By exposing the students to many disciplines that
impinge on a common problem and by providing them with multi-week research
training in one of these, it is expected that the students will think in
broader terms about the problem and be able to design novel research
strategies to solve it.
Both the Short-term Research Institutes and the Short Laboratory Courses are
expected to be designed for one of three target groups: 1) undergraduate
students, 2) advanced predoctoral or postdoctoral students, or 3) senior
scientists. The programs can be designed to train non-life scientists in life
science disciplines; to train life scientists in non-life science
disciplines; or to train life scientists of one discipline in one or more new
life science disciplines if this training will lead to the creation of a new
interdisciplinary science. NIH is particularly interested in programs that
encourage the integration of mathematical, physical, behavioral, and social
sciences with the traditional biomedical sciences. Acquisition of new
knowledge and new laboratory skills that will lead to the creation of a new
discipline are of fundamental importance to both types of programs.
MECHANISM OF SUPPORT
This RFA will use the NIH R13 award mechanism. Although R13 applications
require specific programmatic approval prior to submission, this RFA
constitutes the necessary prior approval for responsive applications. As an
applicant you will be solely responsible for planning, directing, and
executing the proposed project. The anticipated award dates are September 30,
2004 and September 30, 2005. Applications that are not funded in the
competition described in this RFA may be resubmitted as NEW investigator-
initiated applications using the standard receipt dates for NEW applications
described in the instructions to the PHS 398 application. Future unsolicited,
competing-continuation applications based on this project will compete with
all investigator-initiated applications and will be reviewed according to the
customary peer review procedures.
This RFA uses just-in-time concepts. It also uses the modular budgeting
format. (see http://grants.nih.gov/grants/funding/modular/modular.htm).
Specifically, if you are submitting an application with direct costs in each
year of $250,000 or less, use the modular budget format. This program does
not require cost sharing as defined in the current NIH Grants Policy
Statement at http://grants.nih.gov/grants/policy/nihgps_2001/part_i_1.htm.
FUNDS AVAILABLE
This RFA will use the R13 award mechanism and has two application receipt
dates: February 11, 2004 and February 11, 2005. The anticipated award dates
are September 30, 2004 and September 30, 2005. The NIH plans to commit
$5,200,000, over three years to support 6-8 new grants in 2004 and 3-4
additional grants in 2005. An applicant may request a project period of up to
three years for the 2004 receipt date and up to two years for the 2005
receipt date. Applicants may request a budget for direct costs of up to
$200,000 per year. Because the nature and scope of the proposed research will
vary from application to application, it is anticipated that the size and
duration of each award will also vary. Although the financial plans of the
Roadmap provide support for this program, awards pursuant to this RFA are
contingent upon the availability of funds and the receipt of a sufficient
number of meritorious applications.
ELIGIBLE INSTITUTIONS
You may submit (an) application(s) if your institution has any of the
following characteristics:
o For-profit or non-profit organizations
o Public or private institutions, such as universities, colleges,
hospitals, and laboratories
o Eligible agencies of the Federal government
o Domestic or foreign institutions/organizations
INDIVIDUALS ELIGIBLE TO BECOME PRINCIPAL INVESTIGATORS
Any individual with the skills, knowledge, and resources necessary to develop
and implement the proposed programs is invited to work with their institution
to develop an application for support. The faculty participating in the
programs are expected to participate as key personnel or co-investigators.
Individuals from under-represented racial and ethnic groups as well as
individuals with disabilities are always encouraged to apply for NIH
programs.
SPECIAL REQUIREMENTS
The NIH recognizes that individual institutions will be positioned to respond
in different ways to the opportunities presented in this RFA. However, all
programs are expected to provide substantive interdisciplinary didactic and
research training experiences for the students and will therefore involve
faculty that cross department, school, or institution boundaries. Students
supported by these programs are expected to receive instruction and conduct
research in fields outside of their own. All applications should address the
challenges of melding two or more different fields and their associated
cultures. Successful programs will have addressed the following:
Faculty Involvement: The faculty are expected to be experts in their own
discipline as well as knowledgeable of the discipline(s) of the student pool.
The effort of the faculty should be consistent with time required for
lecturing and mentoring during the course of the program.
Student Recruitment: Students in the targeted disciplines should be clearly
identified. The application should include recruitment and outreach plans,
particularly with respect to efforts to increase the depth and ethnic
diversity of the student pool.
Institutional commitment: For the Short Laboratory Courses, laboratory
training space should be identified and committed by the Institution. This
may be indicated via a letter from a high-ranking institutional official.
Program self evaluation: The program should determine its baseline with
respect to interdisciplinary student training, set measurable goals for
itself, and establish milestones and measures of success for achieving them.
Student/Faculty Interaction: Interactions among students and between students
and faculty will be crucial in establishing long term relationships and
collaborations that are essential for the establishment of new disciplines.
Applications should address how these interactions will be fostered. Examples
of mechanisms fostering program cohesiveness include journal clubs and social
gatherings.
Leadership and teambuilding skills: These skills will be critical to the
future success of the students produced by these programs. Plans should be
developed and put in place to help students and interested faculty develop
the leadership skills and understanding of the challenges of group dynamics
necessary to establish and maintain a genuinely integrated research program.
WHERE TO SEND INQUIRIES
We encourage inquiries concerning this RFA and welcome the opportunity to
answer questions from potential applicants. Inquiries may fall into three
areas: scientific/research, peer review, and financial or grants management
issues:
o Direct your questions about scientific/programmatic issues to:
Betsy Wilder, Ph.D.
Division of Kidney, Urologic, and Hematologic Diseases
National Institute of Diabetes, Digestive, and Kidney Diseases/NIH
6707 Democracy Boulevard, Room 623
Bethesda, MD 20892
Telephone: (301) 594-7717
FAX: (301) 480-3510
Email: ew136e@nih.gov
o Direct your questions about peer review issues to:
Francisco O. Calvo, Ph.D.
Chief, Review Branch
National Institute of Diabetes and Digestive and Kidney Diseases
6707 Democracy Boulevard, Room 752
Bethesda, MD 20892-5456
Telephone: (301) 594-8897
FAX: (301) 480-3505
Email: fc15y@nih.gov
o Direct your questions about financial or grants management matters to:
Ms. Carolyn Kofa
Grants Management Branch
National Institute of Diabetes, Digestive, and Kidney Diseases/NIH
6707 Democracy Boulevard, Room 727
Bethesda, MD 20892
Telephone: (301) 594-7687
FAX: (301) 480-4237
Email: ck104i@nih.gov
LETTER OF INTENT
Prospective applicants are asked to submit a letter of intent that includes
the following information:
o Descriptive title of the proposed program
o Name, address, and telephone number of the Principal Investigator
o Names of other key personnel
o Participating institutions
o Number and title of this RFA
Although a letter of intent is not required, is not binding, and does not
enter into the review of a subsequent application, the information that it
contains allows IC staff to estimate the potential review workload and plan
the review.
The letter of intent is to be sent by the date listed at the beginning of
this document. The letter of intent should be sent to:
Chief, Review Branch
Division of Extramural Activities, NIDDK
6707 Democracy Boulevard, Rm. 752 MSC 5452
Bethesda, MD 20892-5452
(for express/courier service: Bethesda, MD 20817)
Telephone: (301) 594-8885
FAX: (301) 480-3505
SUBMITTING AN APPLICATION
Applications must be prepared using the PHS 398 research grant application
instructions and forms (rev. 5/2001). Applications must have a DUN and
Bradstreet (D&B;) Data Universal Numbering System (DUNS) number as the
Universal Identifier when applying for Federal grants or cooperative
agreements. The DUNS number can be obtained by calling (866) 705-5711 or
through the web site at http://www.dunandbradstreet.com/. The DUNS number
should be entered on line 11 of the face page of the PHS 398 form. The PHS
398 document is available at
http://grants.nih.gov/grants/funding/phs398/phs398.html in an interactive
format. For further assistance contact GrantsInfo, Telephone (301) 435-0714,
Email: GrantsInfo@nih.gov.
USING THE RFA LABEL: The RFA label available in the PHS 398 (rev. 5/2001)
application form must be affixed to the bottom of the face page of the
application. Type the RFA number on the label. Failure to use this label
could result in delayed processing of the application such that it may not
reach the review committee in time for review. In addition, the RFA title
and number must be typed on line 2 of the face page of the application form
and the YES box must be marked. The RFA label is also available at:
http://grants.nih.gov/grants/funding/phs398/labels.pdf.
SENDING AN APPLICATION TO THE NIH: Submit a signed, typewritten original of
the application, including the Checklist, and three signed, photocopies, in
one package to:
Center For Scientific Review
National Institutes Of Health
6701 Rockledge Drive, Room 1040, MSC 7710
Bethesda, MD 20892-7710
Bethesda, MD 20817 (for express/courier service)
At the time of submission, two additional copies of the application and all
copies of the appendix material must be sent to:
Chief, Review Branch
Division of Extramural Activities, NIDDK
6707 Democracy Boulevard, Rm. 752 MSC 5452
Bethesda, MD 20892-5452
(for express/courier service: Bethesda, MD 20817)
APPLICATION PROCESSING: Applications must be received on or before the
application receipt date listed in the heading of this RFA. If an
application is received after that date, it will be returned to the applicant
without review.
Although there is no immediate acknowledgement of the receipt of an
application, applicants are generally notified of the review and funding
assignment within 8 weeks.
The Center for Scientific Review (CSR) will not accept any application in
response to this RFA that is essentially the same as one currently pending
initial review, unless the applicant withdraws the pending application.
However, when a previously unfunded application, originally submitted as an
investigator-initiated application, is to be submitted in response to an RFA,
it is to be prepared as a NEW application. That is, the application for the
RFA must not include an Introduction describing the changes and improvements
made, and the text must not be marked to indicate the changes from the
previous unfunded version of the application.
PEER REVIEW PROCESS
Upon receipt, applications will be reviewed for completeness and
responsiveness by the NIH. Incomplete and/or nonresponsive applications will
not be reviewed.
Applications that are complete and responsive to the RFA will be evaluated
for scientific and technical merit by an appropriate peer review group in
accordance with the review criteria stated below. As a part of the initial
merit review, all applications will:
o Undergo a process in which only those applications deemed to have the
highest scientific merit, generally the top half of the applications under
review, will be discussed and assigned a priority score
o Receive a written critique
o Receive a second level review by an appropriate National Diabetes, and
Digestive, and Kidney Disease Advisory Council.
REVIEW CRITERIA
The goals of NIH-supported research are to advance our understanding of
biological systems, improve the control of disease, and enhance health. In
the written comments, reviewers will be asked to evaluate the application in
order to judge the likelihood that the proposed research will have a
substantial impact on the pursuit of these goals. In addition, the scientific
review group will address and consider each of the following criteria in
assigning the application’s overall score, weighting them as appropriate for
each application.
Program Goals:
o goals of the program and how they will foster the formation of new
disciplines
Program direction:
o Research and training leadership and experience of the PI
o Adequacy of the program administration.
Participating faculty members:
o Composition of the faculty (by rank and distribution in different fields
and departments)
o Mechanism and criteria for inclusion of the faculty in the program
o Publication records
o Nature and breadth of research in areas pertinent to this announcement
o Evidence of collaboration and cooperation
o Experience in the supervision of research training
Training program:
o Goals of program and rationale for program organization
o Mechanism for the selection and recruitment of students
o Mechanism to monitor and guide the students
o Nature and extent of research opportunities and courses in targeted
scientific areas
o Provisions/activities to promote cohesiveness in the program
o Opportunities for collaboration
o Integration of the targeted disciplines or adequacy of plans for
integration
o Flexibility for students to choose course or laboratory work in targeted
scientific areas
o Provision of leadership/team building training
Student pool:
o Availability of highly qualified candidates (scientific background,
academic credentials)
o Caliber of potential students and others identified with the program
Research and training environment:
o Institutional support for the training program
o Adequacy of plans for student/faculty housing and support during the
training period
o Facilities and resources available to the program
Program Self Evaluation:
o Assessment of baseline: Methods of determining the level of
interdisciplinary training students may have prior to beginning the program
o Goals and milestones: Reasonableness of goals. Appropriateness of the
milestones in achieving the goals.
TRAINING IN RESPONSIBLE CONDUCT OF RESEARCH: Applications must include a
description of a program to provide formal or informal instruction in
scientific integrity or the responsible conduct of research. Applications
without plans for instruction in the responsible conduct of research will be
considered incomplete and will be returned to the applicant without review.
The appropriateness of topics, format, amount, and nature of faculty
participation, and the frequency and duration of instruction. All
individuals supported by these grants must receive instruction in the
responsible conduct of research. For more information on this provision, see
the NIH Guide for Grants and Contracts, Volume 21, Number 43, November 27,
1992, see http://grants.nih.gov/grants/guide/notice-files/not92-236.html .
PROTECTION OF HUMAN SUBJECTS FROM RESEARCH RISK: The involvement of human
subjects and protections from research risk relating to their participation
in the proposed research will be assessed. (See criteria included in the
section on Federal Citations, below).
INCLUSION OF WOMEN, MINORITIES AND CHILDREN IN RESEARCH: The adequacy of
plans to include subjects from both genders, all racial and ethnic groups
(and subgroups), and children as appropriate for the scientific goals of the
research. Plans for the recruitment and retention of subjects will also be
evaluated. (See Inclusion Criteria in the sections on Federal Citations,
below).
CARE AND USE OF VERTEBRATE ANIMALS IN RESEARCH: If vertebrate animals are to
be used in the project, the five items described under Section f of the PHS
398 research grant application instructions (rev. 5/2001) will be assessed.
BUDGET: The reasonableness of the proposed budget and the requested period
of support in relation to the proposed research.
Allowable expenses:
o Laboratory supplies
o Student and faculty housing
o Student stipends
o Faculty salary support
RECEIPT AND REVIEW SCHEDULE
Letter of Intent Receipt Date: January 14, 2004 January 14, 2005
Application Receipt Date: February 11, 2004 February 11, 2005
Peer Review Date: June/July 20004 June/July 2005
Council Review: September 2004 September 2005
Earliest Anticipated Start Date: September 30, 2004 September 30, 2005
AWARD CRITERIA
Award criteria that will be used to make award decisions include:
o Scientific merit (as determined by peer review)
o Availability of funds
o Programmatic priorities.
REQUIRED FEDERAL CITATIONS
PUBLIC ACCESS TO RESEARCH DATA THROUGH THE FREEDOM OF INFORMATION ACT: The
Office of Management and Budget (OMB) Circular A-110 has been revised to
provide public access to research data through the Freedom of Information Act
(FOIA) under some circumstances. Data that are (1) first produced in a
project that is supported in whole or in part with Federal funds and (2) cited
publicly and officially by a Federal agency in support of an action that has
the force and effect of law (i.e., a regulation) may be accessed through FOIA.
It is important for applicants to understand the basic scope of this
amendment. NIH has provided guidance at
http://grants.nih.gov/grants/policy/a110/a110_guidance_dec1999.htm.
Applicants may wish to place data collected under this PA in a public
archive, which can provide protections for the data and manage the
distribution for an indefinite period of time. If so, the application should
include a description of the archiving plan in the study design and include
information about this in the budget justification section of the
application. In addition, applicants should think about how to structure
informed consent statements and other human subjects procedures given the
potential for wider use of data collected under this award.
URLs IN NIH GRANT APPLICATIONS OR APPENDICES: All applications and proposals
for NIH funding must be self-contained within specified page limitations.
Unless otherwise specified in an NIH solicitation, Internet addresses (URLs)
should not be used to provide information necessary to the review because
reviewers are under no obligation to view the Internet sites. Furthermore,
we caution reviewers that their anonymity may be compromised when they
directly access an Internet site.
HEALTHY PEOPLE 2010: The Public Health Service (PHS) is committed to achieving
the health promotion and disease prevention objectives of "Healthy People
2010," a PHS-led national activity for setting priority areas. This RFA is
related to one or more of the priority areas. Potential applicants may obtain
a copy of "Healthy People 2010" at http://www.healthypeople.gov/.
AUTHORITY AND REGULATIONS: This program is described in the Catalog of
Federal Domestic Assistance at http://www.cfda.gov/ and is not subject to the
intergovernmental review requirements of Executive Order 12372 or Health
Systems Agency review. Awards are made under the authorization of Sections
301 and 405 of the Public Health Service Act as amended (42 USC 241 and 284)
and under Federal Regulations 42 CFR 52 and 45 CFR Parts 74 and 92 . All
awards are subject to the terms and conditions, cost principles, and other
considerations described in the NIH Grants Policy Statement. The NIH Grants
Policy Statement can be found at
http://grants.nih.gov/grants/policy/policy.htm
The PHS strongly encourages all grant recipients to provide a smoke-free
workplace and discourage the use of all tobacco products. In addition,
Public Law 103-227, the Pro-Children Act of 1994, prohibits smoking in
certain facilities (or in some cases, any portion of a facility) in which
regular or routine education, library, day care, health care, or early
childhood development services are provided to children. This is consistent
with the PHS mission to protect and advance the physical and mental health of
the American people.
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